BULLETIN 

OF  THE 

UNIVERSITY  OF  MISSISSIPPI 

(UNIVERSITY  P.  O.) 
Issued  Quarterly 


Series  IX  FEBRUARY,  1911.  No.  2 


Published  by  the  University. 


(Entered  June  6,  1903,  at  University,  Mia?.,  as  second-class  matter,  under  Act  of 
Congress  July  18,  1894.) 


Address  Delivered  by 
HON,  J.  S.  SEXTON 

at  the 

University  of  Mississippi 

September  21,  1910 

ETC. 


ADDRESS 

Delivered  by 

Hon.  J.  S.  Sexton 

at  the 
UNIVERSITY  OF  MISSISSIPPI 

September  21.  1910 
ETC. 


HON.  J.  S.  SEXTON, 


Digitized  by  the  Internet  Archive 
in  2013 


http://archive.org/details/addressdeliveredOOsext 


Our  Great  Educational 
Problems 


Chancellor  Kirxcannon,  Members  of  the  Faculty  and 
of  the  Student  Body,  Ladies  and  Gentlemen :  It  goes 
without  saying  that  all  public  addresses  should  bear 
some  relation  to  the  occasion  in  hand,  and  the  purpose 
in  view,  and  naturally  enough,  any  address  to  this  par- 
ticular audience  should  deal  with  educational  matters. 
However,  if  an  educational  address  in  the  ordinary  ac- 
ceptation of  the  term,  had  been  the  thing  desired  for 
this  occasion,  I  should  be  a  listener  in  this  presence, 
because  there  are  a  number  of  splendid  educators  in 
this  audience  at  whose  feet  I  could  profitably  sit  for 
months  to  come,  so  that  it  is  impossible  that  I  should 
be  expected  to  entertain  or  enlighten  them  on  such 
matters. 

I  take  it,  therefore,  that  the  official  relation  which 
I  happen  to  sustain  as  chairman  of  the  Board  of  Trus- 
tees of  this  and  the  other  higher  educational  insti- 
tutions of  the  State,  accounts  for  my  having  been  called 
upon  to  say  something  to  you,  and  we  will  probably 
better  understand  each  other  if  we  dismiss  all  idea  of 
an  address  of  any  kind  and  simply  understand  that 
what  I  am  about  to  say  is  intended  to  indicate  my  in- 
dividual conception  of  some  of  the  present  educational 
conditions  in  the  state,  and  to  indicate  the  path  which 
I  think  we,  as  trustees,  professors,  students,  and  citi- 
zens, could  follow  with  great  profit.  To  that  end,  I 
am  going  to  take  as  a  text  or  subject,  because  I  suppose 
all  discussions  should  have  some  subject,  "the  right  an- 


4  University  of  Mississippi. 

gle,"  not  the  right  angle  of  the  triangle,  which  forms 
the  predicate  of  the  geometrical  "pons  asinorum"  of 
our  college  days,  but  the  right  angle  of  vision,  or  the 
long  view  of  things  educational. 

This  is  a  day  of  practical  things  and  results  are 
counted  for  more  than  theories. 

Chapter  11  of  the  acts  of  the  Legislature  of  1910, 
creating  one  board  of  trustees,  consisting  of  seven  mem- 
bers and  providing  for  one  additional  member  for  the 
University  of  Mississippi,  to  take  the  place  of  four 
separate  boards,  consisting  of  more  than  fifty  members, 
and  to  take  charge  of  the  affairs  of  all  of  the  higher 
educational  institutions  of  the  State,  created  a  new 
mile  post  in  the  educational  history  of  the  State  of 
Mississippi,  and  carries  with  it  grave  and  responsible 
possibilities.  Whether  this  was  a  wise  step  or  not  re- 
mains to  be  seen,  and  much  depends  upon  the  wisdom 
and  breadth  of  vision  which  may  characterize  the 
action  of  the  board  selected,  the  active  and  earnest  co- 
operation of  those  who  may  be  called  upon  to  assist  the 
board  in  working  out  the  problems  presented  by  the  sit- 
uation and  the  patience  of  our  people  in  giving  the  new 
order  of  things  an  opportunity  to  develop  and  produce 
results. 

Concerning  the  personnel  of  the  Board,  it  would  not 
be  becoming  in  me  to  speak,  but  the  fact  that  business 
men  can  be  found  who  would  accept  such  responsibili- 
ties and  perform  the  delicate  and  responsible  duties 
incident  to  the  office  for  a  mere  pittance  which  takes 
from  the  position  the  honor  of  serving  the  state  with- 
out any  consideration,  is  a  practical  demonstration  of 
the  fact  that  there  are  still  in  our  midst  some,  who 
think  more  of  service  than  salary,  who  are  willing  to 
undertake  arduous  and  responsible  positions  for  the 


University  of  Mississippi.  6 

good  of  the  people  of  the  State,  and  who  see  in  its 
educational  institutions  its  highest  hopes  and  most  glo- 
rious possibilities. 

Like  most  legislation  along  untried  paths,  we  need 
not  be  surprised  if  we  find  the  act  referred  to,  crude 
and  unsatisfactory  in  some  respects,  but  it  will  be  time 
enough  to  consider  that  after  we  have  given  the  scheme 
a  fair  and  intelligent  trial  and  witnessed  the  results  of 
its  operations. 

The  Proper  View  to  Take  of  Our  Higher  Educational 
Institutions, 

It  should  never  be  forgotten  that  our  higher  educa- 
tional institutions  are  business  institutions,  each  in- 
tended to  operate  within  its  own  peculiar  sphere  and 
to  serve  the  distinctive  and  characteristic  end  for  which 
it  was  created.  This  being  the  case,  and  the  fact  that 
each  and  all  of  these  institutions  have  to  be  nourished 
and  sustained  by  the  same  generous  mother,  it  would 
seem  that  one  universal  oversight  would  furnish  the 
best  means  of  ascertaining  the  necessities  of  each,  and 
could  best  keep  each  within  its  respective  orbit  and 
make  out  of  each  an  efficient  complement  to  one  whole 
educational  scheme. 

The  State  is  spending  a  large  sum  of  money  on  its 
common  schools  and  its  higher  educational  institutions 
of  learning,  and,  while  every  intelligent  and  patriotic 
citizen  will  approve  and  applaud  such  expenditures, 
it  is  the  right  and  the  duty  of  every  such  citizen  to 
insist  that  every  dollar  so  appropriated  be  expended 
for  the  purposes  for  which  it  was  appropriated,  and 
that  it  shall  produce  the  results  which  should  come 
from  such  expenditures.  Very  few  of  us  have  ever 
stopped  to  count  the  cost  of  our  educational  system 


6  University  of  Mississippi. 

and  to  see  whether  the  returns  have  been  commensurate 
with  the  sum  invested  in  it. 

The  following  summary  of  appropriations,  made  by 
the  last  legislature  of  the  State  of  Mississippi  for 
school  and  all  other  purposes,  should  be  studied  by 
every  thoughtful  citizen  of  the  State: 

There  was  appropriated: 

For  agricultural  high  schools  the  sum  of  .$  32,000.00 
For  Mississippi  A.  &  M.  College  the 

sum  of  466,260.57 

For  Alcorn  A.  &  M.  College  the  sum  of. .  53,404.54 

For  Chickasaw  school  fund  (int.)  sum  of  123,808.80 

For  common  school  fund  the  sum  of 2,848,176.00 

For  Industrial  Institute  &  College  the 

sum  of  267,703.64 

For  summer  normals  the  sum  of 10,000.00 

For  text-book  commission  the  sum  of 2,000.00 

For  University  of  Mississippi  the  sum  of. .  243,004.32 

Making  the  total  appropriations  for  edu- 
cational purposes  the  sum  of $4,046,357.87 

There  was  appropriated  for  all  other 

purposes  the  sum  of $3,721,437.30 

From  the  foregoing  figures  it  will  be  seen  that  52.4 
per  cent  of  all  of  the  appropriations  made  by  the  last 
legislature  was  appropriated  for  school  purposes,  and 
it  is  needless  to  add  that  these  appropriations  consti- 
tute a  very  small  percentage  of  the  sum  total  invested 
by  our  people  in  our  educational  system. 

No  business  institution  can  live  with  a  hand-to- 
mouth  policy  and  the  foundations  of  our  higher  edu- 
cational institutions  should  be  laid  broad  alnd  deep, 
and  this  should  apply  to  the  character  of  work  done  at 
each  as  well  as  to  the  erection  of  the  buildings  and 
the  selection  of  apparatus  intended  to  furnish  the  fa- 
cilities for  such  work.     One  of  our  chief  troubles  in 


University  or  Mississippi.  7 

the  past  has  grown  out  of  the  fact  that  we  have  not 
been  able  to  take  the  right  view  of  any  of  these  institu- 
tions for  the  all-sufficient  reason  that  we  have  never 
known  just  what  the  future  held  in  store  for  any  of 
them.  Viewed  as  a  business  enterprise,  it  is  simply 
announcing  an  elementary  proposition  to  state  that 
each  important  step  should  be  taken  with  a  full  view 
of  the  future  effect  of  such  a  step  upon  the  institution 
taking  such  a  step.  If  our  predecessors  could  have 
known  the  future  of  each  of  these  institutions,  it  is 
impossible  that  the  present  board  of  trustees  would 
find,  as  we  do,  that  one  of  the  most  serious  things  we 
have  to  contend  with,  when  we  undertake  to  make  any 
needed  improvement,  is  where  shall  we  build,  and 
what  shall  we  tear  down  in  order  to  make  the  present 
improvement  articulate  with  existing  surroundings. 

I  trust  we  have  reached  the  point  in  our  educational 
history  where  we  may  assume  that  the  institutions 
committed  to  our  charge  will  receive  the  continued  sup- 
port of  the  State  and  that  we  can  make  our  plans  ac- 
cordingly; and  it  is  the  purpose  of  the  present  Board 
to  look  upon  these  institutions  from  this  angle  of  vis- 
ion, or,  in  other  words,  to  take  the  long  view  of  things 
and  plan  for  the  bright  and  glorious  future  awaiting 
them,  believing,  as  we  do,  that  when  their  respective 
necessities  are  comprehensively  viewed  and  understood 
and  properly  presented,  they  will  have  the  generous 
support  of  their  common  mother,  the  great  State  of 
Mississippi. 

A  recent  visit  to  the  University  of  Virginia,  which 
it  was  my  pleasure  and  privilege  to  make,  impressed 
me  as  I  was  never  before  impressed,  with  the  great  ad- 
vantage of  concentrated  masterful  guidance  for  all 
great   educational    institutions,    and    of   the   absolute 


8  University  of  Mississippi. 

necessity  of  taking  the  long  view  of  things  when  pro- 
viding for  their  necessities.  The  original  and  detailed 
plans  and  specifications  for  that  magnificent  institu- 
tion, in  minutest  detail,  can  still  be  seen  among  the  pa- 
pers of  Thomas  Jefferson,  the  father  of  the  institution, 
by  whom  they  were  drawn,  and  are  now  in  the  posses- 
sion of  his  great-granddaughter  Mrs.  Sarah  N.  Ran- 
dolph, of  Baltimore.  , 

No  question  has  ever  yet  arisen,  nor  is  any  likely  to 
arise  for  years  to  come,  as  to  the  location  of  this  or 
that  additional  building .  made  necessary  by  the  de- 
mands of  advancing  years.  To  Jefferson  was  appar- 
ently given  that  blessed  angle  of  vision  which  could 
distinguish  the  end  from  the  beginning  and  though 
nearly  a  century  has  passed  since  these  plans  were 
drawn,  sufficient  unto  the  day  has  been  the  amplitude 
thereof.  What  an  immense  saving  in  things  material, 
to  say  nothing  of  the  spiritual  and  educational  concep- 
tion such  designing  and  foresight  must  have  instilled 
into  the  minds  of  the  students  of  this  institution,  dur- 
ing all  these  years,  has  resulted  from  Jefferson's  vision 
of  the  future  glory  and  material  necessities  of  this 
child  of  his  youth  and  pride  of  his  old  age.  We  have 
no  such  plans  to  follow  and  cannot  hope  to  originate 
any  such  plans  for  the  future,  but  we  can,  by  looking 
ahead  and  exercising  the  same  prudent  judgment  and 
foresight  that  we  exercise  in  our  private  affairs  in 
our  management  of  these  institutions,  avoid  the  econo- 
my that  saves  at  the  spigot  and  wastes  at  the  bung- 
hole  and  see  that  the  State  gets  value  received  for  the 
large  sums  of  money  committed  to  our  keeping,  for 
buildings  and  improvements. 

If  we,  as  trustees,  shall  do  this  and  shall  further  see 
that  these  institutioas  are  well  manned  and  that  the 


University  of  Mississippi.  9 

laborers  in  these  vineyards  shall  not  only  be  worthy 
of  their  hire  but  shall  earn  the  same,  we  will  justify 
the  enactment  of  the  statute  creating  this  board  and 
the  wisdom  of  the  executive  in  our  selection  to  admin- 
ister this  great  trust,  but  if  we  fail  to  do  this  we  will 
not  only  fall  short  of  a  splendid  opportunity  to  serve 
the  State  and  generations  of  Mississipians  yet  unborn, 
but  we  will  prove  a  stumbling-block  to  future  efforts 
to  better  our  educational  conditions  in  the  years  to 
come. 

So  much  for  the  angle  of  vision  from  which  the  trus- 
tees should  look  at  this  situation,  and  you  will  all 
agree  with  me  that  I  have  not  overstated  the  necessity 
of  vigilance  and  far-sightedness  on  their  part,  but 
what  about  the  material  with  which  we  shall  be  called 
upon  to  deal? 

The  Proper  Angle  of  Vision  for  the  Presiding  Officers 
and  Teaching  Force  of  these  Institutions. 

I  have  thus  far  considered  the  duty  of  the  trustees, 
to  whom  these  great  forces  for  uplifting  our  people 
have  been  committed.  What  shall  I  say  in  reference 
to  the  way  the  president  and  teaching  force  of  these 
institutions  shall  look  at  the  problem  in  hand?  What 
shall  be  their  angle  of  vision  ?  Shall  they  take  the  long 
or  short  and  easy  view  of  the  situation?  Just  here,  al- 
low me  to  suggest  that,  as  I  understand  the  matter,  it 
is  the  province  of  the  board  of  trustees  to  govern,  not 
to  administer,  and  all  of  the  details  of  an  educational 
and  administrative  nature  must  necessarily  be  left  in 
the  hands  of  the  presiding  officers  of  these  several  in- 
stitutions and  the  faculties  selected  to  serve  with  them. 
Knowing  that,  to  be  effective,  power  must  be  lodged 
somewhere  in  order  that  responsibility  may  be  placed 
for  any  possible  short-coming  in  the  management  of 


10  University  of  Mississippi. 

any  of  these  institutions,  we  have  by  a  carefully 
guarded  by-law,  placed  in  the  hands  of  the  presiding 
officers  of  each  of  these  institutions  the  same  powers 
in  reference  to  the  selection  of  faculties  and  certain 
other  duties  which  had  already  been  conferred  by 
statute  upon  the  president  of  the  Industrial  Institute 
&  College  and  which  had  heretofore  been  exercised 
by  the  presiding  officers  of  these  respective  institutions, 
so  that  really  no  changes  have  been  brought  about  by 
the  new  administration  in  this  respect.  However, 
there  arises  from  the  enlarged  duties  imposed  upon  this 
board  and  the  utter  impossibility  of  its  entering  into 
the  details  of  the  management  of  these  several  institu- 
tions a  pressing  and  imperative  necessity  that  full  and 
complete  reports  shall  be  made  at  regular  and  fre- 
quent intervals  to  the  board  of  trustees  by  the  pre- 
siding officers  of  the  same,  in  which  the  detailed 
workings  of  the  same  shall  be  fully  and  fairly  stated, 
without  the  slightest  reservation. 

This  brings  me  to  the  consideration  of  the  angle  of 
vision  from  which  the  great  teaching  force  of  this  in- 
stitution should  look  upon  the  opportunity  here  pre- 
sented, and  at  this  point  I  confess  that  I  find  it  diffi- 
cult to  command  the  language  which  would  ade- 
quately express  my  views  on  this  subject.  We  can  get 
along  somehow  with  inadequate  facilities  and  cramped 
opportunities.  We  can  also  make  headway  with  an 
indifferent  board  of  trustees,  because  their  mistakes, 
while  costly,  are  not  vital,  and  can  be  remedied  in 
time,  but  the  teacher  is  the  vital  and  pulsing  impulse 
and  propelling  force  in  every  educational  undertak- 
ing, and  when  we  fail  at  this  point  the  disaster  is 
complete. 

How  many  of  us  can  recall  the  helpful  suggestions, 


University  or  Mississippi.  11 

the  sympathetic  interest,  the  larger  view  of  life  and 
higher  conception  of  its  duties,  opportunities  and  re- 
sponsibilities, as  well  as  the  love  of  learning  implanted 
in  our  hearts  by  some  real  teacher  in  the  course  of  our 
lives  and  with  what  fond  remembrance  do  we  cherish 
their  memories?  Upon  the  other  hand,  who  cares  for 
the  influence  or  memory  of  the  teacher  who,  without 
pride  in  his  work  or  appreciation  of  the  opportunity 
presented,  taught  for  the  passing  compensation  of  the 
hour  and  died  "unwept,  unhonored,  and  unsung,"  by 
his  pupils? 

It  has  been  well  and  truthfully  said  of  Thomas  Jef- 
ferson that  he  has  been  "the  most  persistent  energy 
playing  upon  our  national  spirit  from  his  day  to  this, 
remembering  it  in  good  days  and  ill,  in  storm  and  fair 
weather,  that  the  genius  of  our  society  is  faith  in  men 
and  that  the  true  greatness  of  states  lies  in  their  in- 
telligent concern  for  men."  Where  did  this  man  first 
find  himself  except  in  the  companionship  of  a  help- 
ful and  congenial  teacher?  I  shall  let  him  speak  of 
this  influence  on  his  life  in  his  own  language,  when  at 
the  advanced  age  of  seventy-seven,  Jefferson  began,  to 
use  his  own  words,  "to  make  some  memoranda,  and 
state  some  recollections  of  dates  and  facts  concerning 
myself,  for  my  own  more  ready  reference  and  for  the 
information  of  my  family,"  after  devoting  less  than 
a  page  to  his  family  history,  he  turns  with  gratitude 
to  two  of  his  early  teachers  of  whom  he  says,  "It  was 
my  great  good  fortune,  and  what  probably  fixed  my 
destinies  in  life,  that  Dr.  Wm.  Small,  of  Scotland,  was 
then  professor  of  mathematics,  a  man  profound  in 
most  of  the  useful  branches  of^  science,  with  a  happy 
talent  of  communication,  correct  and  gentlemanly 
manners,  and  an  enlarged  and  liberal  mind.  He,  most 


12  University  of  Mississippi. 

happily  for  me,  became  soon  attached  to  me,  and 
made  me  his  daily  companion  when  not  engaged 
in  the  school;  and  from  his  conversation  I  got 
my  first  views  of  the  expansion  of  science,  and  of  the 
system  of  things  in  which  we  are  placed.  Fortunately, 
the  philosophical  chair  became  vacant  soon  after  my 
arrival  at  college  and  he  was  appointed  to  fill  it  per 
interim;  and  he  was  the  first  who  ever  gave  in  that 
college  regular  lectures  in  ethics,  rhetoric  and  belles- 
lettres.  He  returned  to  Europe  in  1762,  having  pre- 
viously filled  up  the  measure  of  his  goodness  to  me, 
by  procuring  for  me  from  his  most  intimate  friend, 
George  Wythe,  a  reception  as  a  student  of  law  under 
his  direction.  Mr.  Wythe  continued  to  be  my  faithful 
and  beloved  mentor  in  youth  and  my  most  affectionate 
friend  through  life.  In  1767  he  led  me  into  the  prac- 
tice of  the  law  at  the  bar  of  the  General  Court,  at 
which  I  continued  until  the  revolution  shut  up  the 
courts  of  justice." 

I  read  an  article  prepared  by  the  chancellor  of  the 
University  of  North  Carolina  recently,  in  which  it  was 
suggested  that  if  the  universities  failed  elsewhere  and 
that  if  much,  or  even  most,  of  the  effort  expended  upon 
the  unthinking  and  the  heedless  student  should  go  for 
naught,  the  results  exhibited  in  the  lives  of  the 
few  really  bright  and  appreciative  students  would 
amply  recompense  the  state  for  all  the  outlays  made 
on  them.  At  first  blush,  one  would  consider  that  an 
extravagant  statement,  but  who,  in  the  light  of 
our  national  character  and  history,  doubts  that 
all  of  the  treasures  poured  out  upon  historic  old  Wil- 
liam and  Mary  College  would  have  been  well  invested 
if  Jefferson  had  been  the  only  conspicuous  product  of 
that  grand  old  institution?  Jefferson  himself  stated, 


Univebsity  of  Mississippi.  13 

as  I  have  shown  you,  that  his  associations  there  were 
probably  what  fixed  his  destiny  and  when  we  remem- 
ber what  he  meant  to  the  world,  and  esDecially  to  our 
country,  we  get  some  sort  of  conception  of  what  it 
means  to  cultivate  humanity  at  the  roots  and  to  in- 
spire and  teach  the  promising  young  lives  committed 
to  our  keeping.  , 

At  another  time  and  place  I  should  like  to  discuss 
the  proper  angle  of  vision  from  which  the  citizen  of 
the  state  should  look  upon  all  of  the  educational  in- 
terests of  the  same  and  how,  in  my  judgment,  they 
should  be  linked  together  and  connected  with  our 
everyday  life  in  order  that  we  may  get  out  of  them  the 
greatest  good  for  the  greatest  number,  but  such  a  dis- 
cussion, if  not  out  of  place  here,  would  unnecessarily 
extend  my  remarks.  Suffice  it  to  say  that  each  of  our 
educational  departments  and  institutions  is  necessary 
to  the  complete  whole,  and  each  must  become  the  help- 
meet of  the  other.  "Separate  as  the  billows,  but  one  as 
the  sea,"  these  great  educational  forces  must  have  our 
undivided  love  and  unstinted  support  and  roll  on  with 
ever  increasing  momentum  until  every  child  of 
Mississippi  can  find  within  her  borders  just  such 
opportunity  for  education  as  shall  prepare  him 
or  her  for  that  particular  sphere  in  life  in  which 
his  or  her  destiny  may  be  cast.  Of  course  some  of  the 
seed  thus  sown  will  fall  by  the  wayside  and  some  will 
fall  where  there  is  not  much  earth,  but  many  will  fall 
in  good  ground  and  the  lives  of  our  people  will  be 
brightened  and  the  State  thereby  enriched  as  they 
would  be  in  no  other  possible  way. 

I  should  also  like  to  stop  in  passing  and  say  some- 
thing to  these  bright  young  people  about  the  proper 
angle  of  vision  from  which  they  should  look  upon 


14  University  of  Mississippi. 

these  really  golden  opportunities,  but  I  leave  that  task 
to  much  more  competent  hands.  However,  I  will  ven- 
ture just  this  thought,  take  the  long  view  and  never 
be  misled  by  the  idea  that  there  are  short  cuts  to  any 
real  comprehensive  education.  There  is  no  royal  road 
to  success  with  us  and  "line  upon  line,  precept 
upon  precept,  here  a  little  and  there  a  little," 
is  the  only  road  to  enduring  accomplishments. 

As  in  religion,  so  in  education,  "there  is  a  way 
which  seemeth  right  to  a  man,  but  the  end  thereof  are 
the  ways  of  death."  The  student  who  wishes  to  ob- 
tain an  education  which  is  "worth  while"  should  look 
upon  the  task  from  the  viewpoint  which  will  stand 
the  test  of  a  life-time,  and  not  be  satisfied  with  a  little 
educational  veneering,  which  in  the  long  run  will  de- 
ceive nobody  except  the  one  veneered,  because  we  may 
rest  assured  that  sooner  or  later,  and  in  all  probability 
sooner  than  we  expect  the  public  will  take  our  true 
measure  and  we  will  be  estimated  at  our  actual  worth. 
What  is  the  proper  angle  of  vision  for  the  State  Uni- 
versity. 

Finally,  from  what  angle  of  vision  should  this  great 
university  look  in  order  to  meet  the  full  measure  of  its 
obligations  to  the  people  of  the  State?  Those  of  you 
who  have  followed  me  have  noticed  that  what  I  am 
trying  to  impress  upon  you  is  the  necessity  for  each 
and  all  of  us  to  take  the  long  and  enlarged  view  of  our 
educational  matters  and  to  build  accordingly.  We  can- 
not afford  to  take  anything  less  than  an  expansive 
view  of  educational  matters. 

The  first  general  provision  for  elementary  education 
in  Virginia  was  made  in  the  year  1818  when  $45,- 
000.00  was  appropriated  for  that  purpose  from  what 
was  termed  the  "literary  fund,"  but  it  was  not  until 


Unwersity  of  Mississippi.  15 

1870  that  any  real  provision  was  made  "to  begin  the 
complete  realization  of  Jefferson's  generous  and  dem- 
ocratic ideal  of  education  for  the  people,"  foreshad- 
owed more  than  fifty  years  prior  thereto  in  the  Act  of 
1818.  That  rarely  gifted  statesman  and  lover  of  his 
kind  had  the  proper  vision  both  of  university  and 
common  school  education  all  the  while,  but  he  was 
willing  to  labor  and  to  wait,  and  that  must  be  our  at- 
titude. 

Just  here  allow  me  to  say  let  us  banish  forever  the 
puerile  idea  that  there  is  now  or  ever  shall  be  any  sort 
of  rivalry  between  the  University  and  any  of  the  other 
higher  educational  institutions  of  the  State  or  between 
any  of  those  institutions  and  the  common  and  high 
schools  of  the  State.  Each  and  all  of  them  draw  their 
support  from  the  same  source,  the  people  of  the  State, 
and  render  a  valuable  and  distinctive  service  to  the 
State,  and  we  might  as  well  talk  about  rivalry  among 
the  children  of  our  family  where  each  was  laboring  in 
a  different  field  for  the  common  honor  and  glory  of  the 
whole  family.  With  each  of  our  schools  crowded  and 
the  constant  pressure  for  more  room  and  greater  fa- 
cilities, we  are  happily  relieved  of  the  fear  that  one 
shall  draw  from  or  be  a  drawback  to  the  other.  I  do  not 
hestitate  to  say  that  if  we  were  forced  to  choose  be- 
tween the  University  and  the  common  schools  of  the 
State  and  could  not  support  both,  I  should  be  in  favor 
of  maintaining  the  common  schools  to  the  exclusion  of 
the  University,  because,  as  stated  by  Mr.  Jefferson,  "It 
is  safer  to  have  a  whole  people  respectably  enlightened 
than  a  few  in  a  higher  state  of  science  and  the  many 
in  ignorance.  This  last  is  the  most  dangerous  state  in 
which  a  nation  can  be.  The  nations  and  governments 
of  Europe  are  so  many  proofs  of  it." 


16  University  or  Mississippi. 

However,  as  stated  by  anpther,  "It  is,  however,  a 
matter  of  historical  fact  that  civilization  began  with 
the  higher  education  of  a  few  and  that  all  forms  of 
popular  culture  have  proceeded  from  higher  sources. 
New  England  and  Virginia  both  began  with  classical 
schools  and  colleges.  Jefferson  himself  was  compelled 
to  repeat  the  university  experiment  of  the  Old  World 
for  the  higher  education  of  democracy  in  Virginia.  In 
the  development  of  popular  education,  as  of  popular 
government,  there  have  always  been  recognized  lead- 
ers. Neither  science  nor  religion  could  have  gone 
forth  in  fertilizing  streams  for  the  benefit  of  man- 
kind unless  there  had  been  mountain  sources  above  the 
plain.  The  wisdom  of  the  Egyptians  was  that  of  "a  few 
in  a  high  state  of  science."  Moses  was  trained  in  one 
or  more  of  these  sacred  colleges.  In  no  way  can  we 
better  account  for  the  mental,  moral,  and  religious  im- 
provement of  the  race  than  by  recognizing  the  in- 
fluence of  chosen  men,  chosen  tribes,  chosen  peoples, 
and  chosen  institutions  that  have  served  to  train  the 
masses  to  a  knowledge  of  higher  things.  The  common 
schools  of  America  sprang  from  sources  higher  than 
themselves,  from  lakes  far  back  in  historic  mountains, 
more  remote  and  mysterious  than  were  once  the 
sources  of  the  Nile.  The  history  of  education  is  one 
long  stream  of  continuous,  inexhaustible  flow  from 
such  high  springs  of  science  as  the  schools  of  Thebes, 
Memphis,  Alexandria,  the  Graeco-Roman  world,  and 
from  such  fountain  heads  of  learning  as  the  Bene- 
dictine monasteries,  the  cathedral  schools,  colleges, 
and  universities  of  mediaeval  Europe. 

"It  will  be  disastrous  for  American  democracy  and 
for  American  educators  when  they  begin  to  level  their 
high  schools  and  higher  education  in  the  interest  of 


University  of  Mississippi.  17 

what  may  be  thought  more  popular  and  practical  for 
the  passing  moment.  To  level  the  higher  education 
in  our  towns  and  in  the  alleged  interest  of  the  people 
would  be  as  dangerous  as  for  the  general  government 
to  level  the  great  lighthouses  along  our  coast  and  suffer 
our  ships  to  depend  upon  the  friendly  rays  that  shine 
out  from  the  lowly  cottages  of  men  living  along  the 
shore.  This  country  needs  today  all  the  light  which 
scholars  can  afford.  While  every  state  should  be  as  full 
of  school-houses  as  it  is  of  villages  and  hamlets,  and 
as  rich  in  local  colleges  and  classical  academies  as  cir- 
cumstances may  require,  there  will  always  be  a  need  of 
a  few  men  and  a  few  institutions  in  'a  high  state  of 
science.'  Universities  are  the  lighthouses  of  popular 
education.  They  show  all  educators  on  what  course  to 
steer.  All  knowledge,  like  all  science,  'moves  but 
slowly,  slowly  creeping  on  from  point  to  point.'  " 

The  mission  of  the  university  is  to  lead — not  to  mis- 
lead— and  its  mission  must  continue  to  broaden  and 
expand  to  meet  the  constantly  enlarging  life  of  the 
State.  This  institution,  in  connection  and  co-operation 
with  the  Agricultural  &  Mechanical  College,  each  op- 
erating in  its  own  orbit,  must  keep  step  with  the  ever- 
increasing  sphere  of  life's  activities  in  our  midst  and 
become  "the  scientific  arm  of  the  state  to  accomplish 
its  technical  and  scientific  work,"  but  it  is  pre-emi- 
nently the  mission  of  the  University  to  set  the  pace  for 
all  of  our  educational  institutions  in  giving  back  to 
the  State  in  full  measure,  "pressed  down  and  running 
over,"  an  equivalent  in  service  for  the  treasure  and 
facilities  so  generously  afforded  to  it. 

Another  has  well  said,  "It  is  the  function  of  the 
university  whether  supported  by  taxation  or  endow- 
ment, to  set  before  the  eyes  of  the  people  right  stand- 


18  Univebsity  of  Mississippi, 

ards ;  not  only  standards  of  scholarship,  but  standards 
of  intellectual  sincerity,  of  civic  honesty,  of  spiritual 
aspirations." 

From  the  State  University  we  have  the  right  to  ex- 
pect, and  we  do  expect,  to  see  go  out  the  finished 
product  in  the  persons  of  trained  investigators,  skilled 
technicians,  "men  of  assured  knowledge  and  demon- 
strated power."  Here  should  be  furnished  the  broadest 
and  most  efficient  training  which  shall  be  methodically 
sound,  properly  balanced  and  proportioned,  elevating, 
liberalizing  and  inspiriting  in  its  tone  and  character.  I 
understand  perfectly  well  that  such  a  standard  as  this 
is  more  easily  erected  than  maintained,  and  I  under- 
stand further  that  in  the  presence  of  the  existing  order 
of  things,  with  competition  on  every  hand  and  with 
out  any  fixed  standards  of  excellence  by  which  uni- 
versities are  to  be  judged,  the  temptation  to  fix  the 
standards  of  our  universities  so  as  to  conform  to  what 
has  been  justly  termed  "the  American  superficiality 
and  the  rage  for  numbers,"  has  been  very  great  but 
"bigness  and  greatness  are  not  synonymous  terms." 

Writing  on  the  subject  of  "The  Spirit  of  the  State 
Universities,"  Dr.  Henry  S.  Prichett  in  a  most 
thoughtful  article  contributed  to  the  Atlantic  Monthly 
of  recent  date,  said,  among  other  things,  on  this  sub- 
ject, "the  strongest  appeal  to  the  legislator  has  hith- 
erto been  on  the  score  of  numbers.  When  the  member 
of  the  Legislature  has  been  told  that  the  state  uni- 
versity, or  the  state  school  of  agriculture  and  me- 
chanic arts,  was  over-crowded  by  the  hundreds  of  stu- 
dents who  thronged  its  halls,  he  has  not  generally 
given  any  thought  to  the  methods  by  which  these  stu- 
dents were  brought  there;  still  less  has  he  appreciated 
that  in  many  cases  they  were  obtained  by  the  rankest 


Uniyersity  of  Mississippi.  19 

advertising  and  by  openly  robbing  the  high  schools. 
For  the  purpose  of  impressing  the  legislature,  a  stu- 
dent is  a  student  whether  he  happens  to  be  studying 
elementary  arithmetic  in  the  sub-freshman  class,  or 
scientific  agriculture  in  the  college.  The  registration 
lists  of  students  in  some  of  these  colleges  of  agriculture 
and  mechanic  arts  remind  one  of  the  inventory  of 
the  Kansas  farmer,  who,  in  advertisement  of 
an  auction  sale,  announced  thirty-two  head  of  stock. 
When  the  stock  came  to  be  sold,  the  thirty-two  head 
were  found  to  embrace  two  horses,  one  mule,  one  cow, 
and  twenty-eight  hens.  No  institution  which  ap- 
proaches a  legislature  with  such  an  argument  can  rea- 
sonably object  when  the  politicians  seek  to  play  the 
same  game  with  the  college.*' 

Let  us  remember,  also,  as  he  states,  that  "No  institu- 
tion can,  in  the  long  run,  touch  the  imaginations  and 
fulfill  the  aspirations  of  a  great  people  which  does  not 
nurture  faith  as  well  as  science  and  art  and  literature. 
A  university,  it  is  said,  is  a  great  piece  of  machinery. 
It  can  accomplish  much,  but  it  does  not  warm  the  heart 
and  touch  the  emotions  and  kindle  the  imagination. 
Therefore,  it  will  not  lead  the  civilization  of  the 
democracy.  That  can  be  done  only  by  inspiring  the 
youth  of  the  democracy  with  a  true,  vibrant,  living 
faith.  Only  in  the  fellowship  of  such  a  faith  do  art 
and  poetry  and  religion  live;  and  these  make  civiliza- 
tion." 

"That  faith  finds  its  highest  inspiration  in  the  con- 
templation of  the  finest  of  human  lives.  The  general 
progress  of  the  race  gives  us  belief  that  all  is  well,  for 
the  world  grows  better;  but  when  that  hope  is  illum- 
ined by  the  devotion,  the  courage,  the  wisdom,  of  the 
best  exemplars  of  mankind,  it  glows  with  the  fervor  of 
a  living  faith  and  the  inspiration  of  a  divine  call  to 
the  eervioe  of  God  and  of  humanity.    More  than  aD 


20  University  of  Mississippi. 

else,  science  has  quickened  the  faith  of  men  by  uncov- 
ering once  more  to  their  eyes  the  simple  figure  and  the 
simple  words  of  Jesus  Christ.  The  men  of  our  day 
know  Him  and  His  words  as  they  have  not  been  known 
since  that  first  generation  of  Christians  passed  away, 
who  had  talked  with  Him  face  to  face.  For  nearly 
two  thousand  years  His  face  and  His  words  have  been 
obscured  by  the  traditions  of  credulous  humanity,  and 
by  the  dogmas  of  rival  organizations.  It  is  by  way  of 
the  open  mind  and  the  honest  search  that  science  has 
taught  us  in  these  last  decades  to  look  upon  the  real 
Christ,  to  understand  that  He  formulated  no  creed, 
that  He  founded  no  system  of  theology,  that  He  organ- 
ized no  church,  but  that  the  Christianity  He  taught 
was  summed  up  in  love  of  God  and  service  to  man." 

"It  is  from  this  simple  figure  that  the  faith  of 
science  catches  its  warmest  glow  and  its  highest  con- 
victions. To  this  faith  the  words  and  the  life  of  Jesus 
are  their  own  best  evidence.  The  Sermon  on  the  Mount 
has  for  it  more  significance  than  the  story  of  the  vir- 
gin birth,  or  the  account  of  the  miraculous  transfigura- 
tion. In  these  words,  and  exemplified  in  this  life, 
science  finds  that  typical  man  who  is  the  hope  of  the 
world,  our  elder  Brother,  conquering  the  weaknesses 
of  humanity  and  leading  it  to  the  highest  plane  of  ser- 
vice and  of  devotion.  It  is  this  figure  to  which  the 
faith  of  science  turns  lovingly  today,  a  faith  broad 
enough  to  welcome  alike  Jew  and  Gentile,  Catholic  and 
Protestant,  bond  and  free,  wherever  the  light  of  truth 
shines  into  the  hearts  of  men. 

"The  American  university  is  today  the  home  of  that 
faith.  It  is  a  faith  which  is  real  and  vital,  which  takes 
hold  upon  the  emotions  as  well  as  upon  the  minds  of 
men,  which  stirs  their  hearts  and  their  imagination.  It 


University  of  Mississippi.  21 

is  the  faith  of  humanity  and  in  humanity.  Under  its 
inspiration  great  works  are  to  be  done.  Science  and 
art  and  literature  shall  become  alive.  And  the  Ameri- 
can university,  which  embodies  the  intellectual  aspira- 
tions of  a  free  people,  is  becoming  day  by  day  the  rep- 
resentative of  their  spiritual  aspirations  as  well." 

I  most  heartily  approve  these  suggestions  and 
commend  them  to  the  consideration  of  those  of  you  to 
whom  the  future  of  this  great  institution  is  committed. 
Mr.  Emerson  has  said  that  "each  institution  is  the 
lengthened  shadow  of  one  man,''  and  this  is  largely 
true,  because,  after  all,  we  must  recognize  the  fact  that 
the  burdens  of  such  institutions  as  this,  as  well  as  oth- 
ers, are  usually  carried  upon  very  few  shoulders,  but 
as  I  stand  here  today  and  recall  my  university  days, 
more  than  a  quarter  of  a  century  ago,  I  can  see  the 
"lengthened  shadows"  of  such  men  as  Longstreet,  Stew- 
art, Garland,  Waddell,  Wheat,  Quinche,  Sears  and  oth- 
ers who  have  been  called  from  their  labors  to  their 
eternal  home,  not  only  in  this  great  institution  but  in 
the  lives  of  many  of  those  who  have  gone  out  from  it 
in  the  intervening  years,  and  I  sincerely  thank  God 
that  it  was  my  privilege  to  sit  at  their  feet  in  the  early 
formative  period  of  my  life.  I  should  like  to  link  my 
name  with  yours  and  theirs  in  the  future  upbuilding 
of  this  university,  and  to  make  it  the  brightest  star 
in  the  great  firmament  of  southern  universities  and 
the  fairest  jewel  in  the  whole  casket. 


Questions  and  Answers 

of  Interest  to  Prospective  Students,  their  Teachers 
and  other  Friends  of  the  University. 


1.  Why  test  applicants  for  admission  to  the  Univer- 
sity as  to  their  educational  qualifications  f  Why  re- 
quire them  to  furnish  evidence,  by  certificate  or  by  ex- 
amination, of  fitness  for  University  work? 

For  their  own  good.  Deficient  preparation  causes 
discouragement,  loss  of  time,  failure. 

2.  Why  not  offer  instruction  for  the  unprepared? 
This  would   be   competing   with     the  local     high 

schools. 

3.  Is  not  comvetition  desirable? 
Not  in  a  state's  system  of  education. 

4.  Why  do  you  require  an  official  ^''Certificate  of 
Admission''''  and  refuse  to  accept  a  diploma  showing 
graduation? 

Diplomas  and  general  statements  are  too  indefinite. 
The  official  certificate  secures  simplicity,  uniformity, 
definiteness. 

5.  What  happens  when  one  presents  a  diploma 
only? 

He  loses  much  valuable  time  and  suffers  some  in- 
convenience and  embarrassment  while  waiting  for  the 
official  certificate. 

6.  Does  the  high  standard  of  admission  to  the 
University  help  the  secondary  schools? 

Undoubtedly,  and  very  greatly.  By  getting  out  of 
their  way  and  declining  to  occupy  the  territory  prop- 
erly belonging  to  them,  the  University  has  furnished 
opportunity  and  incentive  for  the  building  up  of 
first-class  local  high  schools. 


24  University  of  Mississippi. 

7.  Is  this  wise  policy  from  the  standpoint  of  the 
State? 

Most  certainly.  It  is  folly  for  the  State  to  pay  twice 
for  the  same  thing. 

8.  How  does  this  look  to  the  parent? 

The  same  way.  It  costs  less  to  keep  one  at  home 
than  to  send  him  away. 

9.  Can  nothing  else  he  said  in  favor  of  this  policy 
than  that  it  is  economical? 

Much  more.  The  greatest  advantage  is  to  the  boy 
or  girl.  In  the  higher  grades  of  the  home  school  the 
classes  are  small  and  individual  attention  may  be  had, 
whereas  the  lower  classes  of  the  college  are  crowded. 
Besides  it  is  not  well  to  remove  the  restraints  and  as- 
sociations of  family  life  at  too  early  an  age: 

10.  How  is  the  community  affected? 

The  presence  of  a  genuine  high  school  is  stimulating 
to  its  social  and  intellectual  life  in  the  highest  de- 
gree. 

11.  Is  the  University  benefited? 

Yes,  by  being  enabled  to  cultivate  more  effectively 
its  own  field  which  is  distinct  from  that  of  the  sec- 
ondary school. 

12.  Are  those  who  can  never  leave  home  to  seek 
higher  educational  advantages  concerned  with  this 
matter? 

Assuredly  so,  and,  perhaps,  more  vitally  so,  than 
any  other  parties. 

13.  How  is  this? 

But  for  the  policy  pursued  by  the  University  very 
few  schools  in  the  State  would  have  more  than  eight  or 
nine  grades.  With  this  policy  many  high  schools  have 
added  two  more  years  of  work,  thus  enlarging  and 
enriching  the  courses  which  are  open  to  the  thousands 
who  never  go  to  college. 

14.  Are  you  dealing  in  theory  or  fact? 


Universitt  of  Mississippi.  25 

The  history  of  educational  development  in  Missis- 
sippi, as  elsewhere,  shows  that,  in  general,  the  insti- 
tutions of  higher  learning  provide  the  forces  which 
quicken  and  elevate  the  lower  schools,  and  not  that  tha 
lower  expand  and  grow  spontaneously.  It  is  the  Uni- 
versity pulling  more  than  the  schools  pushing  that  has 
lifted  both  to  higher  planes  of  service  and  usefulness. 
The  hearty  co-operation  between  the  schools  and  the 
University  and  the  appreciation  which  each  has  for 
the  other's  work  promise  greater  and  better  things  to 
come. 

16.  Do  you  mean  to  say  that  the  University  has 
served  the  best  interests  of  all  the  people? 

This  claim  is  definitely  and  positively  made.  The 
/nasses  have  derived  benefit  in  the  way  of  vastly  im- 
proved  schools  which  would  never  have  come  with  a 
preparatory  department  at  the  University,  and  a  low 
standard  of  admission  there. 

16.  What  are  your  requirements  for  admission? 
These  are  expressed  in  terms  of  "Entrance  Units." 

17.  What  is  an  ''Entrance  UnitT 

The  amount  of  work  in  a  high  school  subject  equal 
to  five  recitations  per  week  of  not  less  than  forty  min- 
utes each  for  a  school  year  of  not  less  than  thirty-six 
weeks. 

18     Why  is  any  unit  needed? 
Whenever  anything  is  measured  some  unit  of  like 
kind  must  be  used. 

19.  Why  do  you  use  this  particular  unit? 

Because  it  is  the  simplest  and  most  natural  yet  de- 
vised, the  one  easiest  of  application  and  in  well-nigh 
universal  use. 

20.  How  many  such  units  may  he  made  in  one 

school  year? 

Four.  In  other  words,  the  entrance  unit  stands  for 
one  year's  work  in  a  high-school  subject,  four  full 
studies  being  carried  at  the  same  time. 


2C  Universitt  of  Mississippi. 

21.  Please  give  an  example. 

All  of  plane  geometry  studied  throughout  an  en- 
tire school  year,  five  recitations  a  week,  each  of  the 
specified  length,  counts  one  unit. 

22.  //  more  than  one  year  is  put  on  plane  geometry 
will  more  credit  he  given? 

No. 

23.  //  the  same  ground  is  covered  in  less  time  will 
one  unit  he  credited? 

No. 

24.  Your  unit  then  has  in  it  a  time  element? 
Yes,  its  value  is  determined  both  by  the  ground 

covered  and  the  length  of  time  required.  It  seeks  to 
secure  a  reasonable  amount  of  work  in  a  reasonable 
time. 

25.  How  many  units  are  required  for  admission? 
Fourteen. 

26.  How  many  for  conditional  admission? 
Twelve. 

27.  How  are  conditions  removed? 

In  most  cases,  by  the  substitution  of  regular  Uni- 
versity courses. 

28.  How  much  is  one  handicapped  wno  enters  with 
the  minimum  of  twelve? 

He  has  to  do  about  10  per  cent,  more  for  a  degree 
than  does  one  who  comej  fully  prepared. 

29.  Is  this  right? 

Yes,  he  who  has  done  less  in  school  should  do  more 
in  the  University. 

30.  Is  it  well  for  one  to  enter  with  less  than  four- 
teen? 

It  is  strongly  advised  that  full  preparation  be  made 
before  coming  to  the  University. 

31.  What  is  done  with  those  whose  preparation 
falls  just  a  little  short  of  the  minimum  hy^  say.,  one- 
half  a  unit.,  that  is  those  who  offer  eleven  and  one- 
half? 


University  of  Mississippi.  27 

They  are  refused  admission  and  advised  to  go 
back  to  the  preparatory  school  and  come  to  the  Uni- 
versity later. 

32.  Is    this  just? 

Recall  answers  to  questions  1-10.  Then,  too,  re- 
member that  if  a  rule  is  not  enforced  it  is  worse  than 
no  rule  at  all. 

33.  Are  the  fourteen  units  specified  or  is  there 
freedom  to  chose  from  a  larger  number? 

Large  latitude  and  liberty  are  allowed.  Confidence 
is  felt  in  the  good  judgment  of  the  heads  of  accredited 
schools.  The  purpose  of  the  University  in  its  entrance 
requirements  is  to  insure  a  certain  degree  of  mental 
development,  and  this  may  be  attained  in  various  ways. 
The  fourteen  entrance  units  may  be  selected  from  more 
than  thirty. 
Here  is  the  list: 

Language.  Science. 

English 4     Botany   1 

French 3      Chemistry 1 

German 3     Physics  1 

Greek 2     Physiography % 

Latin  4     Physiology   Va 

Spanish 2     Zoology 1 

Mathematics.  General. 

Algebra  (Elementary). .  1      Civics Vt 

Algebra,  (Higher)    Va      Drawing   Vt 

Geometry,  (Plane)   1     Mississippi  History   . .  .Va 

Geometry,  (Solid)    . . . .  Va     Shop  Work Va 

Trigonometry    Va      Surveying Va 

History. 

Ancient 1 

English 1 

Mediaeval 1 

United  States 1 

34.  Is  any  one  subject  absolutely  prescribed? 
Yes,  at  least  three  of  the  fourteen  units  must  be  in 

English. 


28  University  of  Mississippi. 

35.  Do  you  mean  to  say  that  the  other  eleven  units 
may  he  selected  at  will  from  the  list  just  given? 

Exactly  so.    There  is  very  wide  scope  of  election. 

36.  Is  it  a  fact  that  one  is  not  required  to  study  a 
foreign  language ^  either  ancient  or  modern^  in  order  to 
get  into  the  University? 

Such  is  the  case  provided  he  can  count  up  his  four- 
teen units  in  some  other  way. 

37.  Your  liberality  surprises  me. 

What  you  need  is  to  learn  the  truth  about  the  Uni- 
versity and  stop  listening  to  rumor. 

38.  Have  any  students  ever  been  credited  with  one- 
half  unit  in  drawing? 

Yes,  a  very  few.  In  order  to  have  such  work 
counted  it  must  be  submitted  for  inspection  and  ap- 
proval. 

39.  Has  any  one  ever  offered  shop-work  for  en- 
trance credit? 

Yes,  two,  but  they  came  from  a  well-equipped  col- 
lege. If  this  kind  of  work  is  to  be  counted  it  must  be 
thoroughly  done  and  in  such  way  as  to  have  real  edu- 
cational value. 

40.    Is  surveying  taught  in  high  schools? 
In  the  agricultural  high  schools. 

41.  Is  it  required  that  note-books  in  physics^  chem- 
istry^ and  zoology  be  presented  for  examination  and 
acceptance  in  order  to  receive  entrance  credits  in  these 
subjects? 

Yes,  for  full  credits.  Without  these  only  half  credit 
will  be  given. 

42.  Why  do  you  make  this  requirement? 

If  the  notes  have  been  kept  neatly  and  accurately, 
they  are  worthy  of  preservation  and  may,  without  any 
hardship,  be  brought  to  the  University. 

43.  What  advantage  is  there  in  writing  descrip- 
tions of  experiments  in  science  work? 


University  of  Mississippi.  29 

It  makes  principles  and  facts  more  clearly  under- 
stood and  more  surely  remembered.  Therefore,  in  or- 
der to  successful  teaching,  this  should  be  done,  re- 
gardless of  the  University's  position  in  this  matter. 
And,  in  general,  whatever  is  good  for  preparation  for 
life  is  good  for  preparation  for  college,  and  vice  versa. 

44.  May  one  count  elementary  algebra  without  the 
higher? 

Yes,  but  he  cannot  enter  the  freshman  class  in 
mathematics  without  the  higher. 

45.  May  he  count  algehra  without  geometry. 

Yes,  but  he  must  have  both  algebra  and  plane  geom- 
etry to  be  admitted  to  the  freshman  class  in  mathe- 
matics. 

46.  Can  one  enter  the  University  without  these? 
Yes,  always  provided  he  offers  fourteen  units. 

47.  It  is,  then,  one  thing  to  enter  the  University 

and  another  and  a  very  different  thing  to  enter  certain 

classes  or  courses? 

Yes,  each  class  or  department  has  its  own  require- 
ments for  admission. 

48.  May  one  who  presents  only  three  units  in  Latin 
continue  the  study  of  Latin  in  the  University? 

Yes,  while  four  units  are  required  for  admission  to 
the  regular  freshman  class  in  Latin,  provision  is  made 
for  three-unit  students  by  offering  such  a  course  as 
might  be  given  in  the  fourth  year  of  a  first-class  high 
school. 

49.  When  one  completes  this  course  what  credit  is 
allowed? 

It  is  counted  as  one  entrance  unit  unless  he  pursues 
the  subject  further.  If,  later,  he  does  successfully  the 
regular  freshman  Latin,  then  he  may  count  his  first 
year's  work  at  the  University  in  Latin  as  three  points 
toward  a  degree. 


30  UNivERSixy  OF  Mississippi. 

60.  //  one  has  only  two  entrance  units  in  Latin^ 
may  he  count  them? 

Yes,  as  two  of  the  fourteen  required,  but  he  will  not 
be  able  make  connection  with  the  University  courses 
in  Latin. 

51.  Suppose  an  applicant  can  o^fer  only  one  unit 
in  French^  may  that  he  counted? 

Yes,  and  the  same  is  true  in  German,  etc. 

52.  //  one  has  done  in  the  high  school  the  equival- 
ent of  a  course  offered  in  the  University  may  this  he 
counted  toward  a  degree? 

Ordinarily  no.  This  can  never  be  done  without  the 
consent  of  the  professor  immediately  concerned.  Some- 
times credit  is  given  on  condition  that  more  advanced 
work  of  the  same  kind  be  satisfactorily  completed  in 
class.  Of  course  a  student  has  the  privilege  of  show^ 
ing,  by  examination,  that  he  is  entitled  to  advanced 
standing. 

53.  May  one  offer  for  advanced  standing  a  subject 
already  offered  for  entrance? 

No.    This  would  be  counting  the  same  work  twice. 

54.  May  work  in  the  grades  helow  the  high  school 
he  counted  for  entrance? 

No. 

55.  Where  may  I  get  other  information  in  regard 
to  the  work  which  may  he  offered  for  entrance  units? 

In  the  current  catalogue  of  the  University  which  is 
sent  to  any  one  upon  request. 


